ABSTRACT
Autobiographical memories are typically documented by means of verbal reports. However, from a developmental perspective other measures of memory may be relevant or even warranted. Eye-tracking and other looking-time measures have been used extensively in developmental research but have hitherto only been used sparsely when examining autobiographical memory development. We present and discuss how looking-time measures can be used to enrich our understanding of the development of autobiographical memories not only (a) as an additional method for studying verbally presented memories, but also (b) as a primary methodology when examining the memory of actions and story lines in infants and young children.
